'A Study of Factors Contributing to the Lack of Success and Participation of African American in Males in Advance Placement Classes\r'

'Abstract The purpose of this look for outline is to offer a brief review of those factors that surrender to the academic achievement gap amid African American males. A sample of 25 eighth grade, African American, male learners from excoriation Middle school day give be identifyied as introduces for the explore. Although there has been look written about the achievement gap among African American and their counterparts, the literature is limited regarding strategies clean-cut specifically to address the achievement gap between African American males.Participant’s data forget be collected in relation to sex, race, come on group, and attending school. Subjects will responded to an unobtrusive open-ended come after instrument. A stick with consisting of 10 qualitative questions and will be used to developed for analysis. Introduction Studies have found that the level of the success of African American male students in march ond knowledgeal platform is lower rates than nonb omit peers (Few, 2004).Success in early motion-picture show to improvement classes has shown that it ultimately impacts students’ pre college experiences, such as vocation choice, level of success, and the nature of companionship extracurricular activities (Williams, 2011). rattling few b inadequacy males take improvementd classes, which be more(prenominal) in line with college entrance requirements (Few, 2004). Instead, they nog to classes that meet basic high school showtime requirements (Few, 2004). Poverty is a nonher barrier that blocks African American male from affair in the AP program.Most schools require a fee for taking an exam in separately subject argona (Williams, 2011). AP courses argon not as accessible for minorities as for White students because many low-income schools (often generally populated by minority students) do not offer any AP classes (Watts Silvernail, 2010). With most African American families living well below the na tion pauperism rate paying addition school fees is phantasmagorical ( fussy, 2006). Further, the lack of exposure to participating in advance position class is also an thin out that arises with African American males (Watts Silvernail, 2010).Influenced for many years by far-flung opinion that they have substandard academic abilities, African American male students in many instances do not consider enrolling in the AP program (Williams, 2011). Consequently, when African American males be not organism place as being academically high achieving and they bring in tremendous peer pressure not to achieve, it is no surprise that few African American puppyish males are in honors or ripe(p) organisation courses (Cross, 2006).Despite these data, research is still necessary to understand why African American male student make lack of success and corporation in advance courses. Purpose of the Study The purpose of this athletic field is to interpret the possible factors that break to the lack success and participation of African American males in advance situation classes by asking the following questions: 1. Are African American males encouraged to participate in advance organization classes? . What types of support in being offered to provoke participation for African American Males? 3. What sours are obstructive participation in advance side for African American males? Researchers have attempted to clarify the factors the contribute to the lack of success and participation of African American in males in advance post classes, most of the discussion focuses on fundamentals such as poverty, discrimination, and availability. part there has been much written on the African American in males in advance placement classes, there are questions and problems that are fully or partially disclosed in the works of know scholars. Although there have been significant gains in the educational endeavors of African American students, the 1990s saw a reduction in the progress made with a significant widening of the achievement gap between African American and Caucasian students(Few, 2004). According to the instruction Trust, (2003), the black-white gaps are about 10 points wider than they were more than a decade ago .In addition to gaps in slaying on achievement tests, gaps are found in grades, course selection, advanced placement (AP) course participation and test taking, high school graduation, and dropout rates (Legler, 2004). Theodore Cross was dedicated to the conscientious investigation of the status and prospects for African American males in higher(prenominal) education. In the diary name published in The Journal of shockings in higher(prenominal) nurture Cross addresses educational point of accumulation for African American males in regards to advance placement.While his research did reveal and address the fundamentals of the lack of participation in advance classes for African American males the article lacked objectivity. Th e focus of the article was centered on the racial scoring gap of advance placement and examined the logical implication of the interracial disparities between African American male. While is this a key component Jenel Few rootage of â€Å"The Odds are Against them: The Black Male culture Debacle” takes a stand on the lack of preparation is the leading factor that hinders African American males from partaking in advance classes.She discusses the teacher’s lack of preparation to education children from different social stand up and educational standing as well. African American males tend to be underrepresented in advanced and honors courses and more likely to be placed in finical education programs and suspended or expelled from school (Few, 2004). The article describes a singularity known as the classify bane, which impacts the way teachers view students and the way students view themselves.Stereotype threat influenced teachers’ low-achievement expectatio ns for poor and minority students (Few, 2004). Watts Silvernail, (2010) An Examination of the Barriers and Supports to African-American readjustment in Honors and stated Placement Courses doctoral discourse examined the impact of teacher effectiveness on the encyclopedism of different types of students, from low to high achievers, illustrated the importance of look teachers. In her studies she found that teacher’s step has a â€Å"huge effect on how well students fare in school” (abstract).Silvernail discusses that there are many externally and internally generated factors that can influence African American male students academic decisions to participate in AP classes. External factors include inaccessibility, socioeconomic status, and general barriers. Internal factors include cultural identity conflicts, learning style differences, and social isolation (abstract). Silvernail research intractable that educational programs that promote equal access to higher e ducation for traditionally underserved populations do exist among African American male.Her qualitative approach was used with the design of using authentic voices African American student voices to look for commonalities and differences between those students who choose the rigorous advanced track and those who do not (Silvernail, 2010). Method In this research study, The Factors Contributing to the Lack of Success and fight of African American in Males in Advance Placement Classes will be examined. A qualitative method was chosen because it will offer a more purposeful sampling.The strength of qualitative research is its ability to provide complex textual descriptions of how nation experience a given research issue (Robert, 1999). The main purpose of choosing qualitative method is the usefulness of qualitative research is to provide a richer deeper collar of a problem or question being observed. Qualitative methods are also effective in identifying intangible factors, such as social norms, socioeconomic status, gender roles, ethnicity (Robert, 1999). Each participant personified three characteristics: Black male, a student, and a volunteer.Participants The participants of this study will include 40 African American male students in the grade to 8th grade at Dent Middle School in Columbia south Carolina who have reported not being flourishing or participating in advance placement classes. I chose Dent Middle School because of it conversion with students and teachers. In order to conduct a survey with students a paternal consent form was inevitable do to the participants being under the age of 18 years of age. Survey Instrument Participants in this study will complete an survey that consists of 25 questions. consider Appendix A) The survey was developed to collect data that will be used to analyze the argumentation behind the lack of success of African American males in advance placement classes. References Cross, T. (2006). There is twain good new s and bad news in Black participation in advanced placement programs. The Journal of Blacks in Higher Education, 50, 97-101. Retrieved from http://www. jbhe. com/features/59_apscoringgap. html Education Trust. (2003). African American achievement in America. Retrieved April 5, 2012 from http://www2. edtrust. org/NR/rdonlyres/ 9AB4AC88-7301-43FF-81A3 EB94807B917F/0/AfAmer_Achivement. df Few, J. (2004). The odds are against them: The black male education debacle. The Black Commentator, 89, Retrieved from http://www. blackcommentator. com/89/89_reprint_education. html Legler, R. (2004). Perspectives on the gaps: foster the academic success of minority and low-income students. Naperville, IL: discipline Point Associates. http://books. google. com/books/about/Perspectives_on_the_gaps. html? id=lM_zGwAACAAJ Robert , P. (1999). Qualitative methods: what are they and why use them?. Health Services Research, 34, 1101â€1118. Retrieved from http://www. ncbi. nlm. nih. ov/pmc/articles/PMC1 089055/ Watts Silvernail, L. (2010). An tryout of the barriers and supports to african-american enrollment in honors and advanced placement courses. (Doctoral dissertation, University of South Carolina)Retrieved from http://www. grin. com/en/doc/237000/an-examination-of-the-barriers-and-supports-to-african-american-enrollment Williams, R. (2011). More blacks are competing in advanced placement programs, but the racial scoring gap is widening. The Journal of Blacks in Higher Education, 13, 23-36. Retrieved from http://www. jbhe. com/features/59_apscoringgap. html\r\n'